APPLICATION OF JIGSAW TYPE COOPERATIVE LEARNING STRATEGY TO INCREASE LEARNING OUTCOMES OF STUDENTS OF CHRISTIAN RELIGION AND CHARACTERISTICS

http://infor.seaninstitute.org/index.php/pendidikan Jurnal Scientia, Volume 11 No 01, August 2022 ISSN 2302-0059 APPLICATION OF JIGSAW TYPE COOPERATIVE LEARNING STRATEGY TO INCREASE LEARNING OUTCOMES OF STUDENTS OF CHRISTIAN RELIGION AND CHARACTERISTICS Irene Juliana Sibarani Teacher of Christian Religion Education at State Elementary School 066667 Medan, Medan 20226 Indonesia Email : Article Info Received : 20 February 2022 Revised : 21 March 2022 Accepted : 27 April 2022 Improving Student Learning Outcomes in Christian Religion and Morals Lessons in Class VI through Jigsaw Type Cooperative Learning Strategies at SD Negeri 066667 Medan. The purpose of this study was to improve student learning outcomes in Class VI SD Negeri 066667 Medan in the 2018/2019 academic year. The method used in this research is the Classroom Action Research Method using 2 cycles, the subjects of this research are 18 students of class VI SD Negeri 066667 Medan, the instrument used to obtain data is by using tests, observing the range of scores for the test is 1 - 100. Keywords: Student Learning Outcomes, Jig-Saw, Type Learning Strategies 1. Introduction Learning is a conscious effort process carried out by someone from not having the attitude to being right, from being unskilled to being skilled at doing something. Learning is not just mapping the knowledge or information conveyed. Teachers' mistakes in choosing learning strategies can cause students to be less interested in learning so that it has an impact on reducing student motivation and activeness during the teaching and learning process. This will also cause student learning outcomes that are not optimal. The achievement of good learning outcomes by students is influenced by several factors. The factors that influence it are: teacher competence, student interest in participating in the learning process, Teachers need to have certain qualifications, namely professionalism: having competence in science, moral credibility, dedication in carrying out tasks, mental maturity (maturity), and having technical teaching skills and being able to generate the ethos and motivation of students in learning and achieving success (Marno & Idris, 2009 ). The essence of learning outcomes is a change in individuals who learn, not only regarding knowledge, but also forming skills and appreciation within the individual to learn (S. Nasution in Hamdani (2001:12). 2. 2.1 Methods Place and time of research This research was conducted at SD Negeri 066667 Medan, North Sumatra Province. i.e. from January 2019 to March 2019. 2.2 Action Object This research is a classroom action research. The types of actions studied are: 1. Jig-saw Type Cooperative learning strategy in improving Christian learning outcomes for students 2. Student learning outcomes for the subject of Christianity 3. Appropriate learning strategies in Christian Religious Education Subjects 2.3 Research subject The location of this Class Action Research (CAR) is SD Negeri 066667 Medan Class VI with 18 students, Christian religious education subjects and good manners. 2.4 Research procedure Jurnal Scientiais licensed under a Creative Commons Attribution-NonCommercial 4.0 InternationalLicense (CC BY-NC 4.0 4 http://infor.seaninstitute.org/index.php/pendidikan Jurnal Scientia, Volume 11 No 01, August 2022 ISSN 2302-0059 This research is carried out directly in the classroom. Done with 2 Cycles. 3. 3.1 Results and Discussion Cycle 1 Cycle 1 Learning Outcomes The average value of student learning outcomes is 63.9 and students who complete 14 people then the number of students who have not completed 4 people with the following calculations: The percent completeness can be seen, namely: 1150 1. Average value = 18 = 63.9 14 2. Number of students who completed = x 100% = 78%18 3. Number of students who have not completed = x 100% = 22%18 4 From the results of learning in the first cycle of students who have not completed are 4 people (22%), who completed are 14 students (78%). Based on the results of implementation and observations in the first cycle, the researchers made a reflection on the results: . In the first cycle, student learning outcomes have not reached in accordance with the indicators that have been set, namely as many as 80% of students get a score of 60 or more. Therefore, this research was continued to cycle II. 3.2 Cycle II Cycle II Learning Outcomes From cycle II data, it shows an increase in student learning outcomes with details as follows: 1410 1. Average value = = 78.33 18 2. 3. Number of students who completed = x 100% = 94% 17 18 1 Number of students who have not completed = x 100% = 6%18 Based on the learning outcomes in cycle II with an average score of 78.33, the number of students who scored 60 and above reached 94% (17 students) and the number of students who scored 60 and below was only 5%. (only 1 student) This means that the research has been successful because the performance indicators set are 80% of students who score 60 and above, while in cycle II, students who score 60 and above reach 94%. 4. Conclusion The conclusions that can be drawn from this CAR are as follows: (1) ApplicationThe Jigsaw Cooperative Learning Strategy is effectively used to improve student learning outcomes in Christian Religion and Morals Education Subjects (2) The average learning outcome in Cycle I is 63.9 and increased by an average of 78.33 in Cycle II. ( 3 )learning outcomes in the first cycle of students who have not completed are 4 people (22%), who completed are 14 students (78%). And in cycle II. From the learning outcomes in the second cycle, the students who have not completed are 1 person (6%), who completed are 17 students (94%). (4) Students' learning activities during learning from cycle I to cycle II by applying the Jig-saw Type Cooperative learning strategy have increased. Reference [1] M. A. d Hertiavi, H. Langlang, and S. Khanafiyah, “Penerapan model pembelajaran kooperatif tipe jigsaw untuk peningkatan kemampuan pemecahan masalah siswa SMP,” J. Pendidik. Fis. 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